Created byPrabir Vora

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Eco-Friendly Mini-Golf Geometry

Grade 8Math2 days

This project engages 8th-grade math students in applying geometric principles to design an innovative and eco-friendly mini-golf course. Through activities like shape scavenger hunts and Pythagorean Theorem challenges, students explore geometric concepts and calculate measurements for their course designs. They learn to integrate sustainability through careful material selection and consider environmental impact, balancing functionality with creativity. Through reflection and portfolio activities, students connect math with real-world applications, enhancing their problem-solving and design skills.

Geometric PrinciplesSustainable DesignMini-Golf CoursePythagorean TheoremEco-friendly MaterialsTransformationsMathematical Calculations

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we apply geometric principles and measurements to design an innovative and eco-friendly mini-golf course that balances functionality, sustainability, and aesthetic appeal?

Essential Questions

Supporting questions that break down major concepts.

What geometric principles can be used to design efficient and functional spaces?
How can measurement and geometry contribute to sustainable design solutions?
In what ways can eco-friendly considerations be integrated into recreational facility design?
How does the choice of materials affect the sustainability and environmental impact of a design project?
How can we use mathematics to solve real-world problems related to design and sustainability?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will apply geometric principles to design an efficient and functional mini-golf course layout.
Students will calculate area, volume, and measurements relevant to the design of mini-golf course components.
Students will integrate eco-friendly and sustainable practices into their design through material selection and use.
Students will demonstrate an understanding of the relationship between geometric properties and sustainable design solutions.
Students will solve real-world mathematical problems related to geometry and sustainability in a practical project.

Common Core Standards

8.G.C.9

Primary

Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.Reason: This standard is essential for understanding the volume calculations of various geometric shapes that can be used in the mini-golf obstacles and landscaping, aligning with the measurement and geometric principles needed for the course design.

8.G.B.7

Primary

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.Reason: Applying the Pythagorean Theorem to the mini-golf course helps students understand the underlying geometry necessary for creating right angles and optimally using space in their designs.

8.G.A.1

Secondary

Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length.Reason: Understanding transformations is crucial for designing course layouts that require rotating or flipping obstacles to achieve efficient use of space and enhance the visual appeal of the mini-golf course.

8.G.A.3

Secondary

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.Reason: This standard supports the understanding of movement and alteration of geometric shapes, which is useful in adjusting the designs and layouts of mini-golf holes.

Entry Events

Events that will be used to introduce the project to students

Eco-Architects for a Day

Introduce students to the challenge of becoming eco-architects tasked with designing a green mini-golf course within budget and environmental constraints. Provide them various real-world scenarios of pollution and climate change related to recreational designs to solve and present them with opportunities for inquiry into sustainable architecture practices.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Geometric Exploration: Shape Scavenger Hunt

Start students on a geometric discovery journey by having them identify and categorize different shapes they might use in a mini-golf course. This will introduce them to basic geometric principles and get them thinking about how these shapes can be combined to create interesting obstacles and course designs.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Begin with a class discussion about the different geometric shapes that can be found in everyday life and their properties.

2. Provide students with an exploration sheet with images and descriptions of basic shapes such as circles, squares, triangles, cones, and cylinders.

3. Ask students to walk around the school or look through recycled materials gathered for the project to identify these shapes in objects.

4. Students will take note of where they found these shapes and categorize them into groups.

Final Product

What students will submit as the final product of the activityA shape inventory sheet that lists and categorizes geometric shapes found in real-world objects.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 8.G.A.1 by helping students understand basic properties of shapes used for transformations and design.

Activity 2

Pythagorean Theorem Challenge: Optimizing Course Layout

Students will apply the Pythagorean Theorem to optimize the layout of their mini-golf course. This activity will involve creating right triangles to ensure efficient use of space and design functionality.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce the Pythagorean Theorem and discuss how it can be used to find missing side lengths in right triangles.

2. Provide sample problems to solve that incorporate calculating side lengths of right triangles in a two-dimensional space.

3. Have students draft a basic mini-golf hole layout on graph paper, using triangles as part of the design.

4. Students will calculate the lengths of the sides of the triangles using the Pythagorean Theorem to ensure accurate spacing in their design.

Final Product

What students will submit as the final product of the activityA draft layout of a single hole, incorporating accurate measurements utilizing the Pythagorean Theorem.

Alignment

How this activity aligns with the learning objectives & standardsMeets 8.G.B.7 by applying the Pythagorean Theorem in practical design scenarios.

Activity 3

Environmental Impact Designer: Material Matters

In this activity, students will research and evaluate sustainable materials to use in their mini-golf course construction. This invites them to consider how material selection affects both design and environmental impact.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Begin by exploring what makes a material sustainable or environmentally friendly.

2. Provide resources or have students research sustainable materials suitable for construction, such as bamboo, recycled plastic, or environmentally safe paints.

3. Ask students to evaluate each material based on durability, cost, availability, and environmental impact.

4. Students will choose materials they would use in their mini-golf course and explain their choices.

Final Product

What students will submit as the final product of the activityA material proposal for the mini-golf course, detailing the selected sustainable materials and their benefits.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the learning goal of integrating eco-friendly practices, touching on sustainable design solutions.

Activity 4

Transformative Design: Geometry in Motion

Students will explore how to use transformations, such as rotations and reflections, to create dynamic and visually appealing mini-golf course designs. They will experiment with moving and altering geometric shapes on graph paper.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce the concepts of transformations: rotations, reflections, and translations.

2. Using graph paper, demonstrate how to perform each transformation on a basic geometric shape.

3. Provide practice exercises for students to experiment with transformations on different shapes as part of a mini-golf hole design.

4. Encourage students to create creative obstacles that incorporate these transformations for effective space utilization and aesthetic appeal.

Final Product

What students will submit as the final product of the activityA series of mini-golf hole designs incorporating various transformations to enhance layout and appearance.

Alignment

How this activity aligns with the learning objectives & standardsSupports 8.G.A.3 by helping students understand and apply transformations to design tasks.

Activity 5

Volume Ventures: Calculating Obstacle Dimensions

In this activity, students use their knowledge of volume calculations to design and scale obstacles for their mini-golf course, applying the formulas for cones, cylinders, and spheres in real-world contexts.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the formulas for the volume of cones, cylinders, and spheres.

2. Have students select at least one of each shape to incorporate into a mini-golf obstacle design.

3. Ask students to calculate the necessary dimensions to achieve desired volumes for practical use in their designs.

4. Students will present a scaled model or drawing of their obstacle, showing all calculated dimensions.

Final Product

What students will submit as the final product of the activityA detailed obstacle design with calculated dimensions using volume formulas.

Alignment

How this activity aligns with the learning objectives & standardsFulfills 8.G.C.9 by applying volume calculations to design obstacles.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Eco-Friendly Mini-Golf Design Rubric

Category 1

Geometric Understanding and Application

Assesses the student’s ability to apply geometric principles such as transformations and the Pythagorean Theorem in designing course layouts.

Criterion 1

Use of Geometric Shapes

Evaluates the student's ability to use geometric shapes effectively in their design, including understanding transformations and spatial efficiency.

Exemplary

4 Points

Demonstrates an advanced understanding and use of geometric shapes, showcasing sophisticated spatial efficiency and innovative transformation techniques to enhance the design's functionality and appeal.

Proficient

3 Points

Demonstrates a thorough understanding and application of geometric shapes and transformations, achieving solid spatial efficiency and design logic.

Developing

2 Points

Shows a basic understanding of geometric shapes with limited application of transformations, resulting in inconsistent spatial use.

Beginning

1 Points

Struggles to apply geometric shapes and transformations, leading to poor spatial use and design inefficiencies.

Criterion 2

Mathematical Calculations

Assesses accuracy in calculating areas, volumes, and side lengths using geometric formulas.

Exemplary

4 Points

Utilizes geometric formulas with high precision, calculating areas, volumes, and lengths accurately, demonstrating exceptional mathematical proficiency.

Proficient

3 Points

Accurately applies geometric formulas to calculate areas, volumes, and lengths, demonstrating consistent mathematical comprehension.

Developing

2 Points

Applies geometric formulas, though calculations show frequent errors or inconsistencies, indicating a need for further practice.

Beginning

1 Points

Struggles with applying geometric formulas accurately, resulting in numerous calculation errors.

Category 2

Sustainability and Environmental Innovation

Evaluates the integration of sustainable practices in the design, focusing on materials selection and ecological impact.

Criterion 1

Material Selection

Considers the choice of materials in terms of sustainability, durability, cost, and environmental impact.

Exemplary

4 Points

Selects highly sustainable materials, providing detailed justification of choices based on environmental impact, durability, and cost-effectiveness.

Proficient

3 Points

Chooses sustainable materials, offering justification based on positive environmental impact and practicality.

Developing

2 Points

Chooses materials with some consideration of sustainability and environmental impact, with limited justification provided.

Beginning

1 Points

Makes material choices with little regard for sustainability or environmental impact, offering little to no justification.

Criterion 2

Ecological Considerations

Evaluates how well the project integrates concepts of eco-friendliness and minimizes environmental impact.

Exemplary

4 Points

Demonstrates a comprehensive approach to integrating eco-friendly features throughout the design, clearly minimizing environmental impact while maximizing functionality.

Proficient

3 Points

Integrates eco-friendly features effectively, maintaining a balance between ecological impact and design function.

Developing

2 Points

Incorporates some eco-friendly elements, although the integration is unbalanced or limited in scope.

Beginning

1 Points

Includes few or no eco-friendly elements, with minimal consideration for environmental impact.

Category 3

Project Presentation and Communication

Assesses how effectively students communicate and present their design ideas and rationale.

Criterion 1

Clarity and Organization

Evaluates the clarity of design description and overall organization of the presentation.

Exemplary

4 Points

Presents design ideas clearly and logically, with detailed organization and strong narrative that effectively conveys the design and thought process.

Proficient

3 Points

Presents design ideas clearly with logical organization and adequate explanation of design process.

Developing

2 Points

Conveys design ideas with some clarity, though organization is inconsistent, leading to partial understanding of the design process.

Beginning

1 Points

Presentation is unclear and disorganized, hindering understanding of design ideas and process.

Criterion 2

Visual and Aesthetic Quality

Assesses the visual appeal and creativity of the presented designs and layouts.

Exemplary

4 Points

Designs are highly creative and visually compelling, demonstrating exceptional attention to detail and aesthetic quality.

Proficient

3 Points

Designs are creative and visually appealing, showing good attention to detail.

Developing

2 Points

Designs show some creativity and visual appeal, with room for enhancement in detail and aesthetics.

Beginning

1 Points

Designs lack creativity and visual appeal, with minimal attention to detail and aesthetics.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how geometric principles helped you in designing your mini-golf course. Which principles were most beneficial and why?

Text

Required

Question 2

On a scale from 1 to 5, how successful do you think your mini-golf design is in balancing functionality, sustainability, and aesthetic appeal?

Scale

Required

Question 3

What challenges did you encounter while integrating eco-friendly materials into your design, and how did you overcome them?

Text

Required

Question 4

Which of the following geometric transformations (rotations, reflections, translations) did you find most useful in your design process?

Multiple choice

Required

Options

Rotations

Reflections

Translations

Question 5

Describe a real-world scenario where the skills you learned in this project could be applied to solve a geometric or environmental issue.

Text

Optional